Saskatchewan The Land

1. Consider the effects of glaciation on Saskatchewan.

   1.1 Assess the effect of the major geological events of the Quaternary period in Saskatchewan.
   1.2 Illustrate the positions of the icefronts, glacial lakes, and drainage channels at various stages of the last period of glaciation.
   1.3 Identify, using appropriate maps, landforms shaped by the glaciers and their meltwaters.
   1.4 Contrast the appearance of glacial landforms as seen from the air or from the ground.
   1.5 Use maps as a way of gathering information about an area.

2. Recognize the weathering processes which have occurred since the last period of glaciation.

   2.1 Observe and describe samples of sandy, silty and clayey soils.
   2.2 Identify the regions where chernozemic, podzolic, and organic soils are found.
   2.3 Describe the conditions under which the chernozemic, podzolic, and organic soils develop.
   2.4 List the nutrients which are stored and released by the soil.
   2.5 Illustrate the nutrient cycles in the soil.

3. Appreciate how natural and human forces have shaped the land.

   3.1 Describe the vegetation of the province when Europeans arrived.
   3.2 Discuss how wind, water, and fire have altered the face of the prairies.
   3.3 Describe the impact of agriculture and forestry on the province's lands.
   3.4 Consider the effect of urbanization on Saskatchewan.

4. Understand how knowledge about the glacial period is created, evaluated, refined and changed.

   4.1 Make careful observations during active involvement in constructing knowledge, and discuss the observations with others.
   4.2 Focus attention on student knowledge and the gaps in their knowledge of glaciation, soils, and effect of human activity on the land.
   4.3 Reflect upon how knowledge is developed and tested in the historical sciences.

5. Understand and use the vocabulary and forms of expression which ecologists and geographers use to describe the environment. 

   5.1 Incorporate both technical vocabulary and common terms with specialized usage into talk and writing.
   5.2 Develop skills in reading and interpreting maps, diagrams, and other visual aids which are used to communicate information in the study of glaciers and soils.
   5.3 Understand how soils are categorized.

• Glacier

• All About Glaciers

• Glossary of Alpline Glacial Landforms

• Saskatchewan Landscapes

• If the Earth Could Talk

1. Identify the essential characteristics and processes of living organisms.

   1. Distinguish between living and nonliving organisms.

   2. List those attributes of life shared by all organisms.

   3. Observe and describe how various microorganisms exhibit the attributes identified.

   4. Observe and describe attributes of life in macroorganisms, both those kept in captivity and those in their natural habitats.

   5. Give evidence which allows inferences to be made about traits which are not directly observable.

2. Appreciate how organisms meet their basic needs.

   1. Observe and describe the response of organisms kept in the classroom to changes imposed on their environment.

   2. Assess and discuss the welfare of animals in the classroom and in the laboratory.

   3. Observe and describe the reactions of organisms in their natural environment.

   4. Examine how natural and human-related alterations to the local environments during the past two hundred years have changed the ability of organisms to survive.

   5. Respect the intricate support network which sustains life.

3. Acquire appreciation of the personal, moral, social and cultural aspects of understanding life.

   1. Value the environment.

   2. Accept the potential narrowness in adopting a single perspective on experiences or events.

   3. Refine understanding of the needs of all living things.

   4. Consider the needs of other organisms in the context of human activity.

4. Develop the ability to describe and to evaluate ideas and processes which involve the environment.

   1. Use metaphoric and analogical thinking to create insights and build understanding about organisms and their behaviour.

   2. Compare observed information with information from other (print or nonprint) sources.

   3. Bring prior experience to the discussion of observations and ideas.

   4. Criticize ideas and explanations encountered.

   5. Evaluate arguments in texts and other information sources by recognizing contradictions and distinguishing fact from opinion, relevant from irrelevant information, supported from unsupported inferences.

• Dolphin Safe Tuna

• Biology lessons

1. Recognize the relationship between force and motion.

   1. Identify and demonstrate types of motion which are encountered daily.

   2. Describe and analyze motion.

   3. Identify which factors that influence motion are forces or related to forces.

   4. Devise some ways to measure force.

   5. Create some ways to measure motion.

2. Know the forces which influence various types of motion.

   1. Design experiments to demonstrate the relationship between force and motion.

   2. Discover how engineers test car and truck designs to determine wind resistance (drag).

   3. Explore the alteration of the friction between two solid surfaces.

3. Understand ways in which forces are used to control motion.

   1. Design paper airplanes which illustrate how forces are important in flight.

   2. Compare the principles of take-off, flight, and landing in birds and planes.

   3. Identify situations in sport where forces are used to create or change motion.

4. Develop students' abilities to meet their own learning needs. (IL)

   1. Connect what is already known with what is being learned.

   2. Plan brief, self-directed projects describing what, how, and when.

   3. Look for associations among items of knowledge and extend these relationships through additional inquiries.

   4. Collaborate with teachers and others to analyze and monitor the learning process.

5. Strengthen students' knowledge and understanding of how to compute, measure, estimate and interpret mathematical data, when to apply these skills and techniques, and why these processes apply to a study of force and motion. (NUM)

   1. Recognize when a computed answer is sensible.

   2. Understand the nature of the quantitative problem and work toward a suitable solution.

   3. Understand that divergent thinking and reasoning often precede convergent thinking and solutions to real life problems.

   4. Understand the meaning of precision and determine the most appropriate degree of precision for a needed measurement.

• The Physics of Sports

• Mechanics and Motion

• Force and Motion Theme Page

• Discovery School Force and Motion

• Recognize the renewable resources of Saskatchewan.

  1. Distinguish between renewable and nonrenewable resources.

  2. Identify those resources in Saskatchewan which are renewable.

  3. Appreciate the impact that human activity has on renewable land and water resources.

  4. Introduce the concept of sustainable use of renewable land and water resources.

• Compare renewable and nonrenewable sources of energy.

  1. Describe how energy is used in Saskatchewan.

  2. Recognise how energy sources are transported to where they will be consumed.

  3. Consider some of the effects of production, transportation, and use of energy on the environment.

  4. List sources of renewable energy.

  5. Discuss why each source identified is classified as renewable.

  6. Investigate the extent of current use of each source.

• Investigate critical attributes of renewable sources of energy.

  1. Describe how renewable energy sources could be substituted for nonrenewable energy sources.

  2. Create a list of benefits, disadvantages, and interesting points about each of the resources.

  3. Reach a class consensus on the desirability, possibility, and implications of increasing the use of renewable forms of energy.

• Develop "strong sense" critical and creative thinkers.(CCT)

  1. Understand human needs in relation to the needs of other living organisms.

  2. Explore the implications or consequences of human actions.

  3. Distinguish between needs and wants.

  4. Clarify their motives and develop insight into the motives of others with respect to energy use.

• Develop an understanding that technology both shapes society and is shaped by society. (TL)

  1. Explore the reciprocal relationships between the natural and constructed worlds.

  2. Investigate how human wants and needs shape the direction and development of technological innovations regarding energy use and environmental concerns.

  3. Examine how the development of technology effects change in the physical world and in society.

• Your Mean Green Driving Machine

1. Recognize some microorganisms.

   1. Appreciate and use safe procedures for the collection and handling of cultures containing microorganisms.

   2. Collect and maintain cultures of microorganisms from pond or dugout water, bread and fruit mould or other sources.

   3. Observe and describe macroscopic changes in the culture containers.

   4. Use a microscope and an identification key to name organisms from the cultures.

   5. Use a microscope to observe the structure and activity of microorganisms.

2. Appreciate the beneficial roles of some microorganisms.

   1. Describe how microorganisms and fungi are essential in the nutrient cycles.

   2. Investigate foods which require microbial action during production.

   3. Categorize microbes according to how they produce their desired effect in the foods.

   4. Identify which microorganisms participate in symbiotic relationships with plants and animals, including humans.

   5. Eat some fungi (mushrooms).

3. Realize how microorganisms can cause food spoilage.

   1. Identify microorganisms which produce toxins.

   2. Categorize toxins by effect.

   3. Identify those microorganisms which spoil the aesthetic quality of the food.

   4. Identify other effects of microorganisms.

   5. Group foods by their susceptibility to microorganism - induced decomposition or nutrient loss.

   6. Investigate the production of allergens by microorganisms.

4. Consider some attempts to avoid problems created by microorganism-induced food spoilage.

   1. Investigate methods used to reduce food spoilage.

   2. Evaluate legislated food standards, inspection, and monitoring procedures.

5. Promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts. (CCT)

   1. Compare similarities and differences in microorganisms.

   2. Understand that real-life problems have more than one solution.

   3. Generate and evaluate alternative solutions to food preservation problems.

   4. Generate, classify, and explore reasons or rules used to categorize microorganisms.

   5. Render a judgement and support that judgement by referring to clearly defined criteria.

6. Develop students' abilities to access knowledge. (IL)

   1. Seek out information from people who are knowledgeable about microorganisms.

   2. Locate resources in a resource centre.

   3. Recognize that limited equipment and resources, such as microscopes, must be shared equally in order for all to benefit.

• Bugs in the News

• Cells Alive

• Microscopy Gallery

• The Electron Microscopy Gallery

• Recognize elements of design in a diverse group of objects.

  1. Discuss why structures are constructed.

  2. Observe and compare the shapes found in some natural and some human-constructed objects.

  3. Identify the purposes of various parts of constructed objects.

  4. Recognize design components which occur regularly.

• Understand principles of good design.

  1. Analyze how structural components react to stresses.

  2. Compare the strengths of different components of a structure.

  3. Create procedures for constructing and testing components of a structure.

  4. Use some of the elements and principles of design to build objects.

• Develop a contemporary view of technology. (TL)

  1. Examine experiences with various structures in the home and in the school.

  2. Explore the benefits and limitations of structures.

  3. Investigate the technical, social, and cultural implications of design and construction of objects.

• Promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts. (CCT)

  1. Develop ways to evaluate creative processes and projects.

  2. Use metaphoric and analogical thinking to create insights and build understanding about structures.

  3. Design and construct objects.

  4. Determine that real-life problems often have more than one solution.

  5. Discover relationships and patterns.

  6. Imagine and manipulate objects and ideas.

  7. Provide arguments related to principles and to evidence for ideas and choices expressed

• Bridges

• SkyscraperPage.com

• The Tomb of Tutankhomon

• The Great Pyramid of Khufu

• Pyramid Construction

• Advanced Building Technologies

• Virtual Tour of Ancient Architecture

• The Ride of your Life

•   Scraping the Sky Webquest

•   Building Better Straw Bridges Webquest

• Understand the concept and theory of drifting continents.

  1. Describe the concept of Pangaea.

  2. Discuss the evidence for the existence of Pangaea.

  3. Consider what forces might cause the continental plates to move.

• Investigate the effects produced by moving crustal plates.

  1. Identify regions where plates are colliding, separating, or sliding along each other.

  2. Describe the relationship between the collision or sliding of plates and the occurrence of earthquakes, volcanoes, or mountain building.

  3. Classify rocks according to their source.

• Relate the geological history of Saskatchewan to the movement of the North American plate.

  1. Trace the latitude of Saskatchewan through the various geological eras.

  2. Describe how the evidence of fossils and types of rocks are used to infer ancient conditions.

  3. Locate where various types of bedrock are exposed to the surface in Saskatchewan.

  4. Describe how the geological history of Saskatchewan has helped shape the physical, biotic, and human-cultural panorama of Saskatchewan.

  5. Examine the deposition and extraction of potash from sediments of the Devonian period.

• Understand and use the vocabulary, structures and forms of expression which characterize the study of earth science. (COM)

  1. Use expressive language to enhance understanding of earth history.

  2. Interpret diagrams, charts, and graphs which supply evidence of plate activity.

  3. Recognize how evidence is interpreted to show the existence of tectonic plates.

  Understand how knowledge is created, evaluated, refined and changed within science. (CCT)

  1. Explain how geological evidence is used to interpret the history of the land.

  2. Analyze the development of the personal knowledge of geological history.

  3. Design models and analogies which illustrate understanding of the concepts.

• Earth Science Resource Links

• Volcano World

• National Earthquakes Hazards Programs

• Life along the Fault line

• Volcano Watch

• Terrestrial Volcanoes

• A Science Odyssey: Plate Tectonics

• Understanding Earthquakes

•  Volcano Webquest

• Webquest - Moonquest

1. Understand the formation and extraction of the mineral resources coal, natural gas, and petroleum.

   1. Relate the deposition or formation of the deposits to the geological periods involved.

   2. Describe how exploration uncovers the presence of these resources.

   3. Describe how the resources are extracted and refined.

   4. Assess the impact that the search for, extraction of, and refining of fossil fuels has on Saskatchewan and Canadian environments.

   5. Assess the impact that the search for, extraction of, and refining of fossil fuels has on Saskatchewan and Canadian societies.

2. Study the creation of demand for, and the patterns of use of, fossil fuels.

   1. Outline the uses which are made of the products of the refining process.

   2. Examine the distribution of these resources in Saskatchewan.

   3. Consider the infrastructure needed to support the industries related to these resources.

   4. Assess the impact that the use of fossil fuels has on Saskatchewan and Canadian environments.

   5. Assess the impact that the use of fossil fuels has on Saskatchewan and Canadian societies.

3. Identify and evaluate methods for the conservation of fossil fuels and energy derived from fossil fuels.

   1. Suggest and analyze measures to reduce demand for gasoline.

   2. Investigate ways to promote and to inhibit heat flows.

   3. Discuss the use of heat conservation techniques in building construction.

   4. Outline the process of conversion of chemical energy in coal to electrical energy.

   5. Recommend ways to reduce the demand for electricity.

4. Develop compassionate, empathetic and fair-minded students who can make positive contributions to society as individuals and as members of groups. (PSVS)

   1. Explore the consequences which individual and societal resource-use decisions have on all life.

   2. Recognize that balance is needed between the rights of the individual and the well-being of the group.

   3. Explore and develop empathy for all persons based on an understanding of human needs and an ability to imagine themselves in the situations of others.

   4. Recognize the importance of communication as a tool for maintaining respect and harmony in social situations.

• Electricity theme page

1. Develop abilities to distinguish solutions from other mixtures.

   1. Compare samples of solutions and colloids.

   2. Recognize whether any combination of two substances is a solution, colloid, or mixture.

   3. Classify solutions as solid, liquid, or gas phase solutions.

   4. Recognize the difference between a mixture and a solution.

2. Investigate some properties of solutions.

   1. Describe the change in physical properties of a solution as its proportions change from very dilute to supersaturated.
      Examine what happens when liquid solutions undergo changes of state.

   2. Compare rate and intensity of chemical reactions between solutions when temperature and concentration are varied.

   3. Identify solutions which are essential to or which enhance our lives.

   4. Recognize the meaning in various ways of expressing strengths of solutions.

   5. Understand how solutions act as carriers of pollution.

3. Develop abilities to meet personal learning needs. (IL)

   1. Work and communicate with others as a means of meeting learning goals.

   2. Synthesize understandings and experiences discovered during activities.

   3. Take responsibility for learning by setting goals, designing plans, managing activities, evaluating success and reviewing the processes used.

• Mixtures and Solutions

• Chem4Kids

• Chemistry Lessons

• Understand the movements of the planets and other bodies in the solar system.

  1. Describe how the rotation of the Earth produces day and night.
     Account for the differences of day length in midsummer and in midwinter.

  2. Explain why the Sun has a stronger heating effect in summer than in winter in the northern hemisphere.

  3. Compare the speed and the length of path of the orbits of the planets.

  4. Explain the retrograde motion of the planets in the sky.

  5. Identify by sight the planets Venus, Jupiter, and Mars.

  Recognize the conditions which govern life in space.

  1. Study the physiological and psychological experiences of astronauts and cosmonauts in the skylab and spacelab programs.

  2. Research the successes and failures of the space shuttle program.

  3. Consider the distances and times involved in interplanetary and interstellar space travel.

  4. Investigate ideas about space exploration expressed in science fiction.

• Reflect on the matter of interstellar travel.

  1. Determine how distances to stars are estimated.

  2. Examine the distribution of stars in the sky.

  3. Identify the various types of objects and groupings of objects in interstellar space.

• Provide for students' active involvement in decision-making about space exploration. (TL)

  1. Generate alternatives to technological innovations in the study of space.

  2. Participate in debate about the support of space exploration.

  3. Examine the place of space science and technology in North American science.

• Astronomy links

• Earth and Moon Viewer

• NASA - Explore the Solar System

• The Nine Planets

• Views of the Solar System

• Liftoff to Space Exploration

• NASA - Interactive Projects

• Mysteries of Space- Stars

•    Webquest - Human life on Mars

• Earth and Sky

• Star Child

• Welcome to the Planets

• The Solar System Project

• Amazing Space - *Great information, fun games, and teacher information.

• Buckman Elementary Space ABC's 

• An Inquirer's Guide to the Universe

• AstroWeb 

• Astronomical Image Library 

• Astronomy Magazine 

•  Earthrise Space Photos 
  PlanetScapes

• Project Galileo

• Reaching for the Red Planet

• SETI Institute
  Space Telescope Science Institute

• Star's Family of Astronomy
  The Astronomy Cafe

• Windows to the Universe

• Astronomy Lessons

1. Understand the principles of product design, test design, and report design.

   1. Identify the important uses of the product.

   2. Match characteristics of the product which make it appropriate for each use.

   3. Devise criteria-referenced tests for each characteristic.

   4. Design comparative tests to rank competitive products.

   5. Conduct tests on products.

   6. Write "scientific, objective" reports to give the results of the tests done.

   7. Write advertising based on the testing results.

2. Practice different ways of communicating information. (COM)

   1. Explore and express the purpose behind product testing.

   2. Identify the message and its purpose in product advertising.

   3. Ask pertinent questions about the validity of product testing.

Saskatchewan Environments

1. Recognize the diversity of the ecological regions of Saskatchewan.
   1. Map the distribution of the regions throughout the province.
   2. Compare the geological history, the climate, the terrain, and native plants and animals of the regions.
   3. Examine past and current land use in each of the regions.
   4. Observe and describe the characteristics of the local area.
   5. Examine the relation between agricultural activities and the physical characteristics of the regions.
2. Explore the effects of human activity on the landscape of Saskatchewan.
   1. List the various ways that the original landscape has been altered.
   2. Describe the effects that the infrastructure for agriculture has on the landscape.
   3. Describe the effects that the practice of agriculture and other resource industries have on the landscape.
   4. Describe the effect that the practice of agriculture has on the quality of the soil in Saskatchewan.
   5. Outline the effect that urbanization has on the landscape and on the practice of agriculture.
3. Develop compassionate, empathetic and fair-minded students who can make positive contributions to society as individuals and as members of groups. (PSVS)
   1. Recognize that the behaviour of an individual can affect the quality of an experience for others.
   2. Reflect upon the benefits of cooperative, respectful, or empathetic behaviours in actions which influence the biosphere.
   3. Recognize that a balance is needed between the rights of an individual and the well-being of both the human group and all lifeforms. 
   4. Understand the need for some forms of authority in social situations, and the role of the individual in questioning authority where there appears to be a violation of fundamental moral values.

• Saskatchewan Agriculture 

• SERMS Ecological Regions

• Endangered Species in Canada

• Understand the dynamic nature of the atmosphere.

  1. Discover how weather information is gathered.

  2. Examine how weather systems develop and move. 

  3. Describe the Saskatchewan climate.

• Recognize the effects of human activity on the atmosphere.

  1. Identify some air pollutants.

  2. Describe the effects of air pollutants.

  3. Distinguish between local effects and global effects of pollutants.

  4. Investigate how levels of air pollutants are monitored.

  5. Discuss proactive and reactive methods of reducing air pollution.

• Understand and use the vocabulary, structures and forms of expression which characterize the study of science. (COM)

  1. Incorporate the vocabulary of climatology and atmospheric study into talk and writing.

  2. Use a variety of strategies to interpret the meaning of what is read.

  3. Develop understanding through identifying cause and effect, and comparing and contrasting.

• El Nino Home Page

• Global Warming Web-lesson

• Global Climate Change - Environment Canada

• Climate Change Information Kit

• Greenhouse Effect

• Ozone Depletion

•   Are We Overheating?

•   El Nino Webquest

•   Hurricane Webquest

•   Graphing and Weather Webquest

• Weather Theme Page

• Canadian Meteorological Centre

• Earth Science lessons

1. Understand that all materials have a chemical composition.

   1. Identify products which have been synthesized from raw materials.

   2. Group chemical products according to a variety of criteria.

   3. Appreciate the prevalence of synthesized chemicals.

   4. Investigate how the production of chemical products has an impact on our lives.

   5. Investigate how the production of these chemical products has an impact on the environment.

   6. Recognize or identify the chemical composition of common materials.

   7. Find examples of chemical change in the events that we encounter daily.

   8. Discuss ways of inhibiting or promoting chemical reactions, as is appropriate for the situation.

2. Describe some chemical reactions.

   1. Observe and describe a variety of chemical reactions.

   2. Recognize that a chemical reaction involves reactants and products.

   3. Recognize those characteristics which indicate that a chemical reaction has taken place.

   4. Investigate the effect of temperature on the rate of a chemical reaction.

   5. Develop operational definitions of acids and bases.

   6. Use chemical indicators to identify whether a solution is acidic, basic, or neutral.

3. Develop an understanding of how knowledge is created, evaluated, refined and changed within science. (CCT)

   1. Make careful observations during active involvement in constructing knowledge.

   2. Discuss observations and conceptions with others.

   3. Focus attention on knowledge of chemical reactions and identify gaps in knowledge of these reactions.

   4. Participate in scientific inquiry by identifying, clarifying, and investigating problems.

• Chemistry links

• Cavalcade 0’ chemistry

• WebElements Periodic Table

• Chem4Kids

• Chemistry Demonstrations

• Lab Tests Online

• Chemistry Lessons

1. Understand that risks are associated with all activities.

   1.1 Understand and demonstrate the concepts of probability and chance. 

   1.2 Relate the concept of probability to the concept of risk.

   1.3 Compare risks of various voluntary and involuntary activities.

2. Recognize that activities have risks and benefits.

   2.1 Consider how risk is assessed.

   2.2 Assess significance of contaminants in water supplies.

   2.3 Recognize how scientists estimate toxicity levels from experimental data.

   2.4 Discuss how the value one places on an activity influences the amount of risk one is willing to accept.

3. Support students in coming to a better understanding of the personal, moral, social, and cultural aspects of the study of life. (PSVS)

   3.1 Understand the natural environment and the conditions putting it at risk.

   3.2 Understand the potential narrowness in adopting a single perspective in judging the impact or influence of objects, experiences, or events.

   3.3 Explore how moral values influence behaviour and assessment of risk and benefit.

   3.4 Recognize the importance of fact-finding, prior experience, and open dialogue in the development of reasoned arguments.

   3.5 Establish arguments based upon human rights, human needs, or needs of the environment when examining social issues.

• A Hotlist on probability

1. Recognize the properties of static electricity.

   1. Explore ways of producing, preventing production of, and removing static electrical charges.

   2. Describe the characteristics and effects of static charges.

   3. Explain static charges in terms of electron transfer.

   Inquire into the principles of electric circuits.

   1. Investigate the concept of a conductor.

   2. Construct simple circuits which use various combinations of conductors, dry cells, switches, and bulbs.

   3. Identify parallel branches and series branches within a circuit.

   4. Discuss the measurement of the rate of flow and the potential for work in electric circuits.

   5. Determine how to use meters to measure the voltage and amperage in various parts of a circuit.

2. Explore the relationship between electricity and magnetism.

   1. Observe and describe the effects of magnetic fields and electrical fields.

   2. Compare the characteristics of static and current electricity.

   3. Examine the production of electric currents by interactions between moving magnetic fields and copper wire coils.

3. Develop students' appreciation of the value and limitations of technology within society. (TL)

   1. Explore the prevalence and uses of electricity and electrical devices in the home, school, and community.

   2. Identify the benefits and risks of electricity and electrical devices within the home, school, and community.

   3. Assess how the use of electricity and electrical devices has shaped our society and our lives.

• Hair Raising Results
• Snacks about Electricity
• Electricity
• Study Web - Electricity
• Electricity theme page